Toolkit for Evaluating Alignment of Instruction
Transcript of Toolkit for Evaluating Alignment of Instruction
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Instructional Materials Evaluation Tool (IMET) ............III-1
EQuIP Quality Review Rubric .................................. III-21
Assessment Evaluation Tool (AET) ...........................III-27
Assessment Passage and Item Quality Criteria
Checklist ...............................................................III-29
Additional Resources for Evaluating Alignment of
Instructional Materials .............................................. IV-1
Appendix: Publishers Criteria for the Common
Core State Standards ................................................. V-1
TOOLKIT
for Evaluating Alignment ofInstructional and AssessmentMaterials to the Common Core
State StandardsJuly 2013
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I. Introduction ............... ................ ................. ................ ............ I-1
II. Whats in the Toolkit? An Overview ................. ................ ........... II-1
III. The Toolkit: Tools for Evaluating Alignment of
Instructional and Assessment Materials ......................................III
Instructional Materials Evaluation Tool (IMET) ............... ............... III-1
Mathematics, Grades K8 ..............................................................III-1
Mathematics, High School (To Be Completed August 2013)
English Language Arts/Literacy, Grades K2
(To Be Completed August 2013)
English Language Arts/Literacy (Grades 35) and
English Language Arts (Grades 612) .......................................... III-11
EQuIP Quality Review Rubric ....................................................III-21
Mathematics .............................................................................. III-21
English Language Arts/Literacy, Grades K2 .................................III-23
English Language Arts/Literacy (Grades 35) and
English Language Arts (Grades 612) ............... ................. .....III-25
Assessment Evaluation Tool (AET) ............... ................ .............. III-27
Mathematics, Grades KHS........................................................ III-27
English Language Arts/Literacy, Grades 312 ...............................III-34
Assessment Passage and Item Quality Criteria Checklist .................. ..III-39
Mathematics, Grades 3HS........................................................ III-39
English Language Arts/Literacy Passages,
Grades 312 ............................................................................... III-41
English Language Arts/Literacy Items,Grades 312 ............................................................................... III-44
IV. Additional Resources for Evaluating Alignment of
Instructional Materials....................... ................. ................ .... IV-1
Achieve Open Educational Resource Rubrics ................................. IV-1
Qualitative Measures Rubric for Informational Text and
Qualitative Measures Rubric for Literature ...................................... IV-1
CCSS Grade Bands and Quantitative Measures .............................. IV-1
Illustrative Mathematics Task Review Tool ...................................... IV-1
VI. Appendix: The Publishers Criteria for the Common Core
State Standards ................ ................ ................ ........ V-1
Mathematics, Grades K8 ............... ................ ................ ........ V-1
Mathematics, High School ............... ................ ................ ...... V-23
English Language Arts/Literacy, Grades K2 ................. ........... V-43
English Language Arts/Literacy, Grades 312 ............... ........... V-52
TOOLKITfor Evaluating Alignment of Instructional
and Assessment Materials to theCommon Core State Standards
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TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
Introduction
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The Common Core State Standards (CCSS) are a set of academic
standards in mathematics and English language arts/literacy that
are grounded in evidence and designed to ensure that all students
have the academic knowledge and skills they need in these core
subjects to succeed after high school. The CCSS were developed
in a state-led process under the leadership of governors and chief
state school officers with participation from 48 states. The process
included the involvement of state departments of education, dis-
tricts, teachers, community leaders, experts in a wide array of fields,
and professional educator organizations.
A good place to begin to understand the CCSS is through a studyof the standards themselves and the key instructional shifts re-
quired in each discipline. In English language arts/literacy, students
will be exposed to a balance of literary and informational texts to
build a growing base of knowledge and wil l be expected to cite
evidence from within the texts in order to answer questions and
develop written or verbal responses. Students will also be expected
to develop facility with academic language and read texts that in-
crease in complexity as they progress so that all students are ready
for the demands of college- and career-level reading no later than
the end of high school. The instructional shifts in English languagearts/literacy are as follows:1
Building knowledgethrough content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text,
both literary and informational
Regular practice with complex textand academic language
Focus and coherence are the two major evidence-based design
principles of the Common Core State Standards for Mathematics.2
These principles are meant to fuel greater achievement in a deep
and rigorous curriculum, one in which students acquire conceptual
understanding, procedural skill and fluency, and the ability to apply
mathematics to solve problems. Thus, the instructional shifts in
mathematics are as follows:3
Focus:focus strongly where the standards focus
Coherence:think across grades/courses, and link to major
topics in each course
Rigor:in major topics, pursue with equal intensity
conceptual understanding,
procedural skill and fluency, and
applications
To ensure that all students are able to meet these high expec-
tations, educators need access to high-quality and well-alignedinstructional and assessment materials. In support of the work
being done by both educators and developers to meet this need,
Achieve, the Council of Chief State School Officers and Student
Achievement Partners have developed this Toolkit for Evaluating
Alignment of Instructional and Assessment Materials. The purpose
of the Toolkit is to catalyze the impact that the CCSS can have on
student achievement by increasing the prevalence of CCSS-aligned,
high-quality instructional and assessment materials.
I. Introduction
1For more information about the shifts in English language arts/literacy, see achievethecore.org/elalitshifts2For some of the sources of evidence consulted during the standards development process, see pp. 9193 of CCSSM.3For more information about the shifts in mathematics, see achievethecore.org/mathshifts
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TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
Whats in the Toolkit?
Whats in the Toolkit?An Overview
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The Toolkit is a set of interrelated, freely available instruments for
evaluating instructional and assessment materials for alignment
to the CCSS. The tools themselves are included in section III; see
Table A for a summary. Each tool in the Toolkit supports the ex-
pectations in the CCSS and derives from the Publishers Criteria
for the Common Core State Standards in English language arts/
literacy and mathematics, which were developed by lead authors of
the CCSS along with the National Governors Association, Council
of Chief State School Officers, Achieve, Council of the Great City
Schools and National Association of State Boards of Education.
The Publishers Criteria provide guidance for both developers and
purchasers of curricular materials by defining quality materials
aligned to the CCSS. The criteria were revised through conversa-
tions with educators, researchers, and other stakeholders to be
purposeful and strategic in both what to include and what to ex-
clude in instructional materials based on the CCSS.
The criteria were developed from the perspective that publishers
and purchasers are equally responsible for ensuring high-quality
instructional materials. They do not define, endorse or prescribe
curriculum; those decisions are, and should be, local within each
state or district. The instruments in this Toolkit do not express novelexpectations, but rather articulations of the Publishers Criteria for
use in practice. It is therefore highly recommended that the Pub-
lishers Criteria be read prior to using any of the included resources.
The Publishers Criteria for the Common Core State Standards can
be found in the Appendix to the Toolkit or online at www.core-
standards.org/resources or
www.achievethecore.org/publisherscriteria.
Educators are encouraged to integrate the Publishers Criteria and
the tools in the Toolkit into CCSS implementation efforts and to
use them to deepen shared understanding and support systematic
application of the criteria for CCSS-aligned instructional and as-
sessment materials. In doing this work, it is important to note that
the included tools do not address all factors that may be important
in determining whether instructional materials and assessments
are appropriate in a given local or state context but instead aim to
clearly articulate the criteria for alignment to the CCSS.
Successful implementation of the CCSS requires many actors
across the educational system to work in concert. Hence, the audi-ence for the Toolkit is intentionally broad, ranging from classroom
teachers to state administrators.
Potential Toolkit users include:
educators and administrators responsible for developing or
evaluating curriculum, or for making purchasing decisions for
comprehensive textbooks and textbook series in print and digi-
tal format;
educators and administrators responsible for developing,evaluating or making purchasing decisions for grade or
course-level assessment materials, including individual or sets
of assessments, item banks or individual assessment items; and
teachers and instructional coaches responsible for creating, or
selecting and reviewing, lesson plans and units.
II. Whats in the Toolkit? An Overview
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Table A. Types of Tools in the Toolkit
Tools of each type are content specific, and in some cases, grade band specific.
Type of Tool Used for Evaluating
Instructional Materials Evaluation
Tool (IMET)
Comprehensive mathematics and English language arts or reading curricula in print and digital
format.
EQuIP Rubric for Lessons and
Units
Lesson plans and units of instruction in mathematics and English language arts/literacy.
Assessment Evaluation Tool
(AET)
Assessments or sets of assessments and item banks for mathematics and English language arts/
literacy, including interim/benchmark assessments, and classroom assessments designed to ad-
dress a grade or course.
Assessment Passage & Item
Quality Criteria Checklist
Assessment passages and assessment items or tasks.
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Overview of the Tools in the Toolkit
Instructional Materials Evaluation Tool (IMET)
For each given subject area and grade band, the Instructional Ma-
terials Evaluation Tool (IMET) is used to evaluate a comprehensive
textbook or textbook series for alignment to the CCSS in mathe-
matics and English language arts/literacy. In addition, the IMET can
be used to deepen a shared understanding of the criteria for CCSS-
aligned classroom materials. There are four IMET tools, one each for
K8 Mathematics, High School Mathematics*, K2 English Language
Arts* and a combined tool for 35 English Language Arts/Literacy& 612 English Language Arts.
The IMET should be used for:
Informing decisions about purchasing a comprehensive text-
book or textbook series;
Evaluating previously purchased materials to identify neces-
sary modifications;
Building the capacity of educators to better understand what
CCSS-aligned textbooks look like; and,
Informing publishers of the criteria that consumers will use to
evaluate RFP responses for a comprehensive textbook or text-
book series.
a) Where to find online:
To view and download the IMET, please visit:
www.achievethecore.org/materialsevaluationtoolkit
b) Who uses:
The IMET is designed for use by educators and administrators
responsible for developing, purchasing and/or evaluating a com-
prehensive textbook and/or textbook series. This can include
content specialists, adoption committees and administrators at
the school, district or state level.
c) Target materials:
The IMET is designed to evaluate a comprehensive textbook
and/or textbook series (e.g., basal reading series, mathematics
series, anthologies, student workbooks, teacher editions and
supports) in print and digital format.
d) How to use:
The IMET in both mathematics and English language arts/litera-
cy is organized in two sections:
1. Section I Non-Negotiables: Materials must fully meet all of
the non-negotiables at each grade/course to be aligned to the
CCSS and to continue to Section II.
2. Section II Additional AlignmentCriteria and Indicators of
Quality: The criteria in this section are additional alignmentrequirements that should be met by materials fully aligned
with the CCSS. A higher score in this section indicates that
instructional materials are more closely aligned to the CCSS
than instructional materials that have a lower score.
For each non-negotiable in Section I, reviewers should make a
determination about whether the materials under review have
fully met the criterion based on the metrics provided. For all de-
terminations, reviewers should record a justification to ensure
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that judgments and determinations are evidence based. Once all
the non-negotiables have been met, then (and only then) should
reviewers evaluate materials based upon Section II: Additional
Alignment Criteria and Indicators of Quality.
*IMET for High School Mathematics and K2 English Language
Arts/Literacy to be completed in August 2013.
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EQuIP Rubric
Educators Evaluating Quality Instructional Products (EQuIP) is a
collaborative of states working with Achieve to increase the supply
of quality instructional materials that are aligned to the CCSS and
build the capacity of educators to evaluate and improve the quality
of instructional materials for use in their classrooms and schools.
The EQuIP Rubrics are a set of quality review tools to evaluate
the alignment of lessons, units and modules to the CCSS. There
are three EQuIP Rubrics, one each for Mathematics, K2 English
Language Arts/Literacy, and a combined rubric for 35 English
Language Arts/Literacy and 612 English Language Arts. EQuIPbuilds on a collaborative effort of education leaders from Massa-
chusetts, New York and Rhode Island that Achieve facilitated.
The EQuIP Rubrics should be used for:
Guiding the development of lessons and units;
Evaluating existing lessons and units to identify improvements
needed to align with the CCSS;
Building the capacity of teachers to gain a deeper understand-
ing of the instructional demands of the CCSS; and,
Informing publishers of the criteria that will be applied in the
evaluation of proposals and final products.
a) Where to find online:
To view and download the rubrics and related training materials,
please visit: www.achieve.org/equip
b) Who uses:
The EQuIP Rubrics are designed for use by educators and ad-
ministrators responsible for developing, reviewing or making
determinations about materials for use in classrooms. This includes
classroom teachers, instructional coaches, instructional leaders and
administrators at the school, district or state level.
c) Target materials:
The EQuIP Rubrics are designed to evaluate lessons that include
instructional activities and assessments aligned to the CCSS that
may extend over a few class periods or days as well as units that
include integrated and focused lessons aligned to the CCSS thatextend over a period of several weeks. The rubrics are not designed
to evaluate a single task or activity or portion of a lesson. The ru-
brics intentionally do not require a specific template for lesson or
unit design.
d) How to use:
The EQuIP Rubrics can guide the development of lessons and units
as well as examine and evaluate existing lessons and units to iden-
tify improvements necessary to align with the CCSS. They can be
used by individuals or groups, integrated into formal review pan-els/processes and professional learning communities, and/or used
more informally to guide discussions and decision making.
The criteria in the EQuIP Rubrics are separated into four dimen-
sions: Alignment to the Depth of the CCSS, Key Shifts in the CCSS,
Instructional Supports, and Assessment. The EQuIP quality review
process emphasizes inquiry rather than advocacy; it is intended to
yield observations, judgments, discussions and recommendations
that are criterion- and evidence-based and designed to provide
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guidance on how to strengthen the lesson or unit. As such, using
the EQuIP rubrics and quality review process leads to concrete sug-
gestions for improvement. Dimension 1, Alignment to the Depth of
the CCSS, is considered non-negotiable. If materials do not meet
many or most of the criteria for Dimension 1 (a rating of 2 or 3)
then no further review takes place. In order to be deemed exempla-
ry, a lesson or unit must receive high ratings in all four dimensions.
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Assessment Evaluation Tool (AET)
The Assessment Evaluation Tool (AET) is a review tool to evaluate
the alignment of grade or course-level assessment materials for
alignment with the CCSS, including interim or benchmark assess-
ments and classroom assessments. In addition, the AET can also
be used to deepen a shared understanding of the criteria for CCSS-
aligned assessments. There are separate AET tools for KHigh
School Mathematics and 312 English Language Arts/Literacy.
The AET should be used for:
Informing decisions about purchasing assessment materials or
item banks designed to address a grade or course;
Evaluating previously purchased or developed assessment
materials and item banks;
Guiding the development or refinement of individual or sets of
assessments in a district or school;
Building the capacity of educators and content and assess-
ment specialists to better understand what CCSS-aligned
assessments look like; and,
Informing publishers of the criteria that will be applied in the
evaluation of proposals and final products.
a) Where to find online:
To view and download the AET, please visit:
www.achievethecore.org/materialsevaluationtoolkit
b) Who uses:
The AET is designed for use by educators and administrators
responsible for developing, purchasing and/or evaluating sets of
assessments and item banks. This includes content specialists,
assessment specialists, administrators and educators at the school,
district or state level.
c) Target materials:
The AET is designed to evaluate grade or course-level assessment
materials for alignment with the CCSS, including interim or bench-
mark assessments and classroom assessments.
d) How to use
The AET is organized as follows:
1. Non-Negotiables: Materials must fully meet all of the relevant
non-negotiables at each grade/course to be aligned to the CCSS.
2. Indicators of Quality: The indicators of quality are additional
dimensions of alignment. Although the assessments may be
aligned without meeting the indicators of quality, assessments
that do reflect these indicators are better aligned. In the AET
for English language arts/literacy, the indicators are incorporat-ed directly into each metric and in the AET for mathematics the
indicators are found in Section II.
For each non-negotiable, reviewers should make a determination
about whether the materials under review have fully met the criteri-
on based on the metrics provided. For all determinations, reviewers
should record a justification to ensure that judgments and determi-
nations are evidence based. Once all the relevant non-negotiables
have been met, then (and only then) should reviewers evaluate
materials based upon the Indicators of Quality.
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Assessment Passage and Item Quality Criteria Checklists
The Assessment Passage and Item Quality Criteria Checklists are
review tools to evaluate the alignment of individual assessment
passages, items and tasks and to deepen shared understanding of
the criteria for CCSS-aligned assessment items. There are separate
checklist tools for Mathematics Items, English Language Arts/Liter-
acy Passages, and English Language Arts/Literacy Items.
The Assessment Passage and Item Quality Criteria Checklists
should be used for:
Evaluating assessment passages, items and tasks for align-
ment;
Guiding the development or refinement of assessment pas-
sages, items and tasks;
Building the capacity of educators and content and assess-
ment specialists to better understand what CCSS-aligned
passages, items and tasks look like; and
Informing publishers and item writers of criteria that will be
applied to their passages, items or tasks.
a) Where to find online:
To view and download the Assessment Passage and Item Quality
Criteria Checklists, please visit:
www.achievethecore.org/materialsevaluationtoolkit
b) Who uses:
The Assessment Passage and Item Quality Criteria Checklists
are designed for use by educators and administrators respon-
sible for developing, purchasing and/or evaluating assessment
passages, items or tasks. This includes content specialists and
assessment specialists and educators at the school, district or
state level.
c) Target materials:
The Assessment Passage and Item Quality Criteria Checklists are
designed to evaluate individual assessment passages, items and
tasks.
d) How to use:
The criteria for the Assessment Passage and Item Quality Cri-
teria Checklists are grouped into gates. Passages, items and
tasks must pass the first gate in order to be considered for an
assessment. The subsequent gates include additional criteria
that passages, items or tasks items should meet in order to be
fully aligned.
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The Toolkit: Tools forEvaluating Alignmentof Instructional and
Assessment Materials
TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
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TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
EQuIP Quality
EQuIP QualityReview RubricMathematics .......................................................................................................................................... III-21
English Language Arts/Literacy, Grades K2 .............................................................................................. III-23
English Language Arts/Literacy (Grades 35) and English Language Arts (Grades 612) ................................ III-25
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EQuIP Rubric for Lessons & Units: MathematicsGrade: Mathematics Lesson/Unit Title: Overall Rating:
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F%4)11%5+ "5+ *"43-3&"&% " 13D )* 35'T&3)5"- "99#)"42%' *)# " ."#3%&? )*-%"#5%#' '842 "' 8'35$ 18-&39-% #%9#%'%5&"&3)5' 6%:$:= 354-8+35$ 1)+%-'= 8'35$ "
#"5$% )* G8%'&3)5'= 42%4C35$ *)# 85+%#'&"5+35$= *-%D3@-% $#)8935$= 9"3#,'2"#%7:
M#"+8"--? #%1).% '899)#&'= #%G83#35$ '&8+%5&' &) +%1)5'"&% &2%3#1"&2%1"&34"- 85+%#'&"5+35$ 35+%9%5+%5&-?:
N%1)5'"&% "5 %**%4&3.% '%G8%54% "5+ " 9#)$#%''3)5 )* -%"#535$ >2%#% &2%4)54%9&' )# 'C3--' "+."54% "5+ +%%9%5 ).%# &31%:
ID9%4&= '899)#& "5+ 9#).3+% $83+%-35%' *)# 9#)4%+8#"- 'C3-- "5+ *-8%54? >3&24)#% 4"-48-"&3)5' "5+ 1"&2%1"&34"- 9#)4%+8#%' 6>2%5 4"--%+ *)# 35 &2%'&"5+"#+' *)# &2% $#"+%7 &) @% 9%#*)#1%+ G834C-? "5+ "448#"&%-?:
"#$ :$..29O'9,4*$P':7*:< 7..$..$.
@#$4#$* .4'/$94. 7*$ 37.4$*,9P
.479/7*/.5+7.$/ -294$94 79/
.B,::.N
J' +%'3$5%+ &) %-343& +3#%4&=)@'%#."@-% %.3+%54% )* &2%
+%$#%% &) >2342 " '&8+%5& 4"5
35+%9%5+%5&-? +%1)5'"&%
&2% &"#$%&%+ //00:
L''%''%' '&8+%5& 9#)*343%54?8'35$ 1%&2)+' &2"& "#%
"44%''3@-% "5+ 85@3"'%+=
354-8+35$ &2% 8'% )* $#"+%,-%.%- -"5$8"$% 35 '&8+%5&
9#)19&':
J54-8+%' "-3$5%+ #8@#34'="5'>%# C%?' "5+ '4)#35$
$83+%-35%' &2"& 9#).3+%
'8**343%5& $83+"54% *)#
35&%#9#%&35$ '&8+%5&
9%#*)#1"54%:
C '9,4 2* :29P$* :$..29 .#2':/N
K'% ."#3%+ 1)+%' )*48##348-81,%1@%++%+
"''%''1%5&' &2"& 1"? 354-8+%
9#%,= *)#1"&3.%= '811"&3.%
"5+ '%-*,"''%''1%5&
1%"'8#%':
=9+&('< B C D E =9+&('< B C D E =9+&('< B C D E =9+&('< B C D E
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III-22
EQuIP Rubric for Lessons & Units: Mathematics
!"#$%&"'()* !"# %&'()*+ ,#-)#. ,&/0)1 203-)4#5 10)*#0)' *3 4#*#06)7# *"# 8&'()*+ '74 '()976#7* 3: (#55375 '74 &7)*5 *3 *"# ;36637 ;30# $-? 5)-. %)# @)%#$%7-:
/3&"(; ,%34$ H'# !"9$()"'() :J ::J :::J :=*
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III-23
EQuIP Rubric for Lessons & Units: ELA/Literacy Grades K-2
Grade: Literacy Lesson/Unit Title: Overall Rating:
!"# %&'() *'+*,- ,. /#*,0#/ 1*23 4"# !*,56474# 8'+*,- 79/ 4"# -2::7+2*74,0# /#0#:2;3#94 ;*2-#.. :#/ +< =7..7-"'.#44.> ?#@ A2*B> 79/ 8"2/# (.:79/ 79/ 17-,:,474#/ +< C-",#0#D
!",. 0#*.,29 21 4"# %&'() *'+*,- ,. -'**#94 7. 21 EF5GH5IJD
K,#@ L*#74,0# L23329. C44*,+'4,29 JDE M9;2*4#/ N,-#9.# 74 "44;OPP-*#74,0#-23329.D2*QP:,-#9.#.P+ ;:#7.# 744*,+'4# %&'() 79/ *# 54,4:#D
!" $%&'()*(+ +, +-* .*/+- ,0 +-* 1122 !!" 3*4 2-&0+5 &( +-* 1122 !!!" !(5+678+&,(9% 27//,6+5 !:" $55*55)*(+
!"# :#..29P'9,4 7:,Q9. @,4" 4"# :#44#* 79/ .;,*,4 21 4"#LL66O
!"#$%&' " '%& )* +,- ./01/2&%#"34 5566 *)#&%"3728$ "89 :%"#828$;
%D?:"#'
A0??%892> FBE "89 "#% )* '=**232%8& '3)?% *)# &7%
'&"&%9 ?=#?)'%;
G#)H29%' )??)#&=82&2%' *)# '&=9%8&' &) ?#%'%8&29%"' "89 28*)#D"&2)8 &7#)=$7 C#2&28$ "891)#
9#"C28$ "89 '?%"I28$ %>?%#2%83%';
C '9,4 2* :29Q#* :#..29 ."2':/O
.D?7"'2J% &7% %>?:232&E '4'&%D"&23 9%H%:)?D%8& )**)=89"&2)8": :2&%#"34 'I2::' A3)83%?&' )* ?#28&E
?7)8):)$23": "C"#%8%''E &7% ":?7"K%&23 ?#2832?":E
72$7 *#%@=%834 '2$7& C)#9'E "89 ?7)823'B;
L%$=:"#:4 283:=9% '?%32*23 *:=%834,K=2:928$&%3782@=%' '=??)#&%9 K4 #%'%"#37 A %;$;E D)82&)#%9
?"#&8%# #%"928$E 37)#": #%"928$E #%?%"&%9 #%"928$'
C2&7 &%>&E *)::)C28$ ":)8$ 28 &7% & %>& C7%8 &%"37%#
)# )&7%# *:=%8& #%"9%# 2' #%"928$ ":)=9E '7)#&
&2D%9 ?#"3&23% &7"& 2' ':2$7&:4 37"::%8$28$ &) &7%
#%"9%#B;
&,K"'%992'3=''2)8' "89 C#2&28$ &7#)=$7 '?%32*23E
&7)=$7&,?#)H)I28$ @=%'&2)8' "K)=& 3)DD)8
&%>&' A283:=928$ #%"9 ":)=9' "89E C7%8
"??:23"K:%E 2::='"&2)8'E "=92)1H29%) "89 )&7%#
D%92"B;
$89?:232&:41"#$%#*0 '("%)*('+ "3"9%D23 H)3"K=:"#4 "89
3)83%?&' )* '48&"> &7#)=$7)=& 28'=3&2)8;
C '9,4 2* :29Q#* :#..29 ."2':/O E69&,3%8&%#%9
:%"#828$ &7"& 2' '%@=%83%9E '3"**):9%9 "89
'=??)#&%9 &) "9H"83% '&=9%8&' &)C"#9
289%?%89%8& $#"9%,:%H%: #%"928$;
A9%9(8* ,0 =*>+5? O)3=' 28'=3&2)8 %@="::4 )8:2&%#"#4 "89 28*)#D"&2)8": &%>&' "' '&2?=:"&%9 28
&7% 5566 A?;PB "89 28923"&%9 K4 28'=3&2)8":
&2D% A37< +# 32*# 7;;:,-7+:# 7-*2.. 7 ?%#2%83% &7% 3)D?:%>2&4 )* &%>&;
O)3='%' )8 '%3&2)8' )* #237 &%>&A'B A283:=928$ #%"9 ":)=9'B &7"& ?#%'%8& &7%$#%"&%'& 37"::%8$%Q ?#)H29%' 92'3=''2)8 @=%'&2)8' "89 )&7%# '=??)#&' &)
?#)D)&% '&=9%8& %8$"$%D%8&E =89%#'&"8928$ "89 ?#)$#%'' &)C"#9
289%?%89%83%;
&%8'2)8' "891)# D)#% "9H"83%9 &%>& *)# '&=9%8&' C7) #%"9 )# C#2&%"K)H% $#"9% :%H%:;
C '9,4 2* :29Q#* :#..29 ."2':/O
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III-24
EQuIP Rubric for Lessons & Units: ELA/Literacy Grades K-2
!"#$%&"'()* !"# %&'()*+ ,#-)#. ,&/0)1 203-)4#5 10)*#0)' *3 4#*#06)7# *"# 8&'()*+ '74 '()976#7* 3: (#55375 '74 &7)*5 *3 *"# ;36637 ;30# 5@ *"'* 6#'5&0# .)*")7 *"# 90'4#A(#-#( 30 *#D* 1362(#D)*+ /'74 '74 '0# 3: 5&::)1)#7* 8&'()*+ '74 5132# :30 *"# 5*'*#4 2&0235#H 5## F6$ G"))"* G"3$ H#/#$ H#/*4/34+
(* I*.1(+6 J/*.:/.$ K3#+AJ(#$3/9D '* ...E130#5*'74'045E309FJSNAS)*#0'1+= '74 *"# H:@@1$)$*# 5"3 K@@$*4(B K% !$8 L$+$/396 "* F$B# G")@1$B(#D /+ 8$11 /+ M:/*#(#/#(7$ /*4 M:/1(#/#(7$ N$/+:3$+'*
...E'1")#-#*"#130#E309F5*#'(A*"#5#A*33(5F*#D*A1362(#D)*+E
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III-25
EQuIP Rubric for Lessons & Units: ELA/Literacy (Grades 3-5) and ELA (Grades 6-12)
Grade: Literacy Lesson/Unit Title: Overall Rating:
!"# %&'() *'+*,- ,. /#*,0#/ 1*23 4"# !*,56474# 8'+*,- 79/ 4"# -2::7+2*74,0# /#0#:2;3#94 ;*2-#.. :#/ +< =7..7-"'.#44.> ?#@ A2*B> 79/ 8"2/# (.:79/ 79/ 17-,:,474#/ +< C-",#0#D
!",. 0#*.,29 21 4"# %&'() *'+*,- ,. -'**#94 7. 21 EF5GH5IJD
K,#@ L*#74,0# L23329. C44*,+'4,29 JDE M9;2*4#/ N,-#9.# 74 "44;OPP-*#74,0#-23329.D2*QP:,-#9.#.P+ ;:#7.# 744*,+'4# %&'() 79/ *#54,4:#D
"# $%&'()*(+ +, +-* .*/+- ,0 +-* 1122 ""# 3*4 2-&0+5 &( +-* 1122 """# "(5+678+&,(9% 27//,6+5 ":# $55*55)*(+!"# :#..29P'9,4 7:,Q9. @,4" 4"# :#44#* 79/
.;,*,4 21 4"# LL66O
!"#$%&' " '%& )* $#"+%,-%.%- //00123425&%#"67 '&"8+"#+'9
:86-;+%' " 6-%"# "8+ %%9$9E 8)&%'E ';AA"#5%'E '@)#& #%'=)8'%'E )# *)#A"- %''"7'?9
$89+5? R5&@58 " 6)--%6&5)8 )* $#"+%,-%.%- ;85&' " C"-"86% )*58*)#A"&5)8"- "8+ -5&%#"#7 &%%9$9E A;-&5=-% +#"*&' "8+ #%.5'5)8' ).%# &5A%? "8+ '@)#&E
*)6;'%+ #%'%"#6@ =#)M%6&'E 586)#=)#"&58$ +5$5&"- &%37< +# 32*# 7;;:,-7+:# 7-*2.. 4"#
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III-26
EQuIP Rubric for Lessons & Units: ELA/Literacy (Grades 3-5) and ELA (Grades 6-12)
!"#$%&"'()* !"# %&'()*+ ,#-)#. ,&/0)1 203-)4#5 10)*#0)' *3 4#*#06)7# *"# 8&'()*+ '74 '()976#7* 3: (#55375 '74 &7)*5 *3 *"# ;36637 ;30# 5@ *"'* 6#'5&0# .)*")7 *"# 90'4#A(#-#( *#D* 1362(#D)*+ /'74 '74 '0# 3: 5&::)1)#7* 8&'()*+ '74 5132# :30 *"# 5*'*#4 2&0235#H 5## F6$ G"))"* G"3$ H#/#$ H#/*4/34+ (*
I*.1(+6 J/*.:/.$ K3#+AJ(#$3/9D '* ...E130#5*'74'045E309FJSNAS)*#0'1+= '74 *"# H:@@1$)$*# 5"3 K@@$*4(B K% !$8 L$+$/396 "* F$B# G")@1$B(#D /+ 8$11 /+ M:/*#(#/#(7$ /*4 M:/1(#/#(7$ N$/+:3$+'*
...E'1")#-#*"#130#E309F5*#'(A*"#5#A*33(5F*#D*A1362(#D)*+E
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TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
Assessment Evaluation
AssessmentEvaluation Tool (AET)Mathematics, Grades KHS ....................................................................................................................... III-27
English Language Arts/Literacy, Grades 312 ............................................................................................... III-34
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III-27
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III-28
!
!
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III-29
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III-30
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III-31
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III-32
o
o
o
o
o
7
http://www.ccssitemdevelopment.org/downloads/Quality%20Criteria%20Checklists%20for%20Items.pdf
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III-33
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III-34
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III-35
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III-36
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III-37
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III-38
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Assessment Passage and
Assessment Passageand Item QualityCriteria Checklist
TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
Mathematics, Grades 3HS ........................................................................................................................ III-39
English Language Arts/Literacy Passages, Grades 312 ................................................................................ III-41
English Language Arts/Literacy Items, Grades 312 ..................................................................................... III-44
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III-40
2.F
ContextQuality:Whenasituationalorre
al-worldcontextispresentfor
theitem
ortask,isthecontextlogical,con
vincingandnecessaryto
assessthestandard?
2.G
Stimuli:
Whendiagrams,pictures,orillustrationsarepresent:
Aretheyconsistentwiththeindicatedassessmentclaimandstandard(s);
and
Dothey
supportcomprehensionorprovidemathematicalmeaningforthe
item;an
d
Isthepurposeofthestimuliclear?
2.H
Rubric:
Whenarubricispartoftheitemo
rtask:
Doesitcorrectlycommunicatethepurposeoftheitemortask;and
Doesitaccountforallvalidanddistinctso
lutionpathsthatarelikelyto
bedeve
lopedbystudents?
Doespa
rtialcreditcorrespondtopartialfu
lfillmentoftheassessment
targetandstandard(s)athand?
Accepted(allYs)
Acceptedconditionally,withcommentstobeaddressed
Rejected
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III-43
3.A
TextG
enres/Characteristics:Dothe
textsorotherstimuliintheset
clearly
reflectthespecificrequirementsoftherelevantpairedormulti-
textstandardsortargets,theitem
ortaskmodel,and/orthetest
blueprint?
Foran
explanationofCCSSrequirementsforpairedormulti-text
stimuli,seethewebsitewww.ccssitem
development.organddownload
thePa
iredPassagesEssay:
http://w
ww.ccssitemdevelopment.org/downloads/Essay%20on%20Pa
ir
ed%20
Passages_September%202012.pdf
3.B
Relati
onshipsAmongTexts:Dothe
texts/stimulihaveaclear
an
d
meaningfulre
lationship,withtestablepointsa
risingfrom
significantpoints
ofcomparison
orintegrationofideas?
3.C
Video
orAudio:Ifthetextisavideooraudiostimulus,doesismeet
thesamequalitycriteriaasforotherte
xts?Inaddition,isthequalityo
f
sound
and/orvideoappropriateforuseonassessments?
If,asaset,th
etextsdonothaveaYinallo
fthecriteriaabove,removethe
mfrom
consideration.Ifthe
textsdomeet
thecriteriainthethirdgate,pro
ceedtothefourthgate
4.FOURTH
GATE:PAIRSORMULTI-TEX
TSTIMULI
Asetoftextsthat
passesthethirdgatemustmeetthefollow
ingcriteria,asapplicable.
Y/N
Explanation
4.A
Ancho
rText:Fortasksthatsimulate
research,isonetextclearly
appropriatetobetheanchortext,prov
idingfoundationalknowledge
andleadingnaturallytoadditionalreadingandexploration?
Ify
es,placeaYinthecolumnto
theright.
Ift
hefirsttextdoesnotmeettherequirementsforananchortext,
pla
ceanNinthecolumntother
ightandsuggestareassignment
for
anexistingtextintheExplanat
ioncolumnorremovetheset
fro
mconsiderationuntilanapprop
riateanchorpassageislocated
.
4.B
Audio
orVisualElements:Dothem
ultimediaelementsaddvalue
tothe
set?(Audioorvisualelementsshouldprovidetestablepoints
ofcom
parisonorintegration,ratherth
ansimplyentertainment.)
Ify
es,pleaseaYinthecolumntotheright.
Ift
heaudioorvisualmaterialdoes
notaddvalue,make
recommendationsforchangesintheExplanationcolumn.
Accepted(all
Y
s)
Acceptedcon
ditionally,withcommentstobe
addressed
Rejected
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III-47
4.A
StandardCoverage:Doestheset
addressasmanydifferent
Stan
dards(andevidencestatements/targets)aspossible,with
item
sbasedontheindividualcharacteristicsofthetextand
focu
sedonkeyaspectsofthetext?
Thesetofitemsshouldbe
exte
nsiveandrobustenoughthata
goodselectionofitemswill
remainafterfieldtesting.
I
fyes,placeaYinthecolumn
totheright.
I
fno,placeanNinthecolumnattherightandgivereasons
i
ntheExplanationcolumn.
4.B
Item
Cluing:Dotheitemsavoidcluingtheanswertootheritems
inth
eset?
I
fyes,placeaYinthecolumn
totheright.
I
fno,placeanNinthecolumnattherightandindicatein
t
heExplanationcolumnwhichitemsclueeachothersothat
t
heycanbemarkedinthebank
appropriately(nottobeused
o
nthesameform).
Accepted(a
llYs)
Acceptedco
nditionally,withcommentstob
eaddressed
Rejected
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TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
Additional Resources for
Additional Resources forEvaluating Alignment ofInstructional MaterialsAchieve Open Educational Resource Rubrics .................................................................................................. IV-1
Qualitative Measures Rubric for Informational Text and
Qualitative Measures Rubric for Literature ......................................................................................................IV-1
CCSS Grade Bands and Quantitative Measures ...............................................................................................IV-1
Illustrative Mathematics Task Review Tool ...................................................................................................... IV-1
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IV-1
IV. Additional Resources for Evaluating Alignment of
Instructional and Assessment Materials
Achieve Open Educational Resource (OER) Rubrics
Open Educational Resources (OER) are instructional materials,
often in a digital and online format, that contain an open copyright
license that allows educators to share, reuse and edit these
materials. The OER Rubrics can be used in developing or evaluating
OER to help determine the degree of alignment of OER to the
CCSS, and to determine aspects of quality of OER. OER range from
a single lesson or instructional support material (such as a problem
set or game) to a complete unit or set of support materials.
To view and download, please visit:
http://www.achieve.org/oer-rubrics
Qualitative Measures Rubric for Informational Text and Qualitative
Measures Rubric for Literature
Developed by the Council of Chief State School Officers English
Language Arts state collaborative to support qualitative analysis of
what makes a given text complex, these qualitative rubrics guide
educators in measuring features of text complexity, such as: textstructure, language clarity and conventions, knowledge demands,
and levels of meaning and purpose.
To view and download, please visit:
http://achievethecore.org/ela-literacy-common-core/
text-complexity/qualitative-measures or
www.ccsso.org/textcomplexity (Launching August 2013)
CCSS Grade Bands and Quantitative Measures
A step-by-step guide to accessing free, online tools that identifythe appropriate grade band for a text.
To view and download, please visit:
http://achievethecore.org/ela-literacy-common-core/
text-complexity/quantitative-measures
Illustrative Mathematics Task Review Tool
The Illustrative Mathematics task review criteria are used to
evaluate K12 mathematics tasks designed specifically toillustrate the CCSSM and intended for inclusion on the Illustrative
Mathematics website (http://www.illustrativemathematics.org/).
Each task is intended to be part of a highly crafted set that
illustrates the breadth, depth and nuances of each standard, cluster,
domain, grade level, or conceptual category in the standards. In
order to be published at Illustrative Mathematics, a task must meet
all eight criteria described in the review form.
To view and download, please visit:
https://docs.google.com/file/d/0B7UDDaSOTTwkcWRJZjRGNWFWTWs/edit?usp=sharing.
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TOOLKITfor Evaluating Alignment of Instructional and AssessmentMaterials to the Common Core State Standards
Appendix: Publishers Criteria
Appendix: PublishersCriteria for the CommonCore State StandardsMathematics, Grades K8 ............................................................................................................................. V-1
Mathematics, High School ...........................................................................................................................V-23
English Language Arts/Literacy, Grades K2 ..................................................................................................V-43
English Language Arts/Literacy, Grades 312 .................................................................................................V-52
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V-8
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